Collaborative Research: Reform and Governance in Engineering Education

合作研究：工程教育改革与治理

基本信息

批准号：
1656125
负责人：
Atsushi Akera
金额：
$ 17.59万
依托单位：
Rensselaer Polytechnic Institute
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-15 至 2021-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1656125&HistoricalAwards=false
关键词：
Collaborative Research Reform Governance Engineering

项目摘要

This project addresses the ways in which the fragmented structure of the engineering profession, and its institutional makeup, both enable and limit efforts to shape and reshape engineering education as practiced within the United States. The study is both historical and contemporary. It examines the broad history of the different ways in which we have tried to improve and regulate engineering education, from the early Progressive Era educational reform traditions built around surveying and reporting on best practices, to the latest form of accreditation regime built around student learning outcomes. In addition to exploring the historical origins of these different approaches to "governing" engineering education, the project will interview engineering educators, educational policymakers, and professional engineers in order to understand, on a very practical level, how policymaking and accreditation actually functions within contemporary institutional settings. The project will have broad impact because STEM workforce development is a central challenge in the present era of economic globalization. Providing engineering educators and policymakers, including Congress itself, with the ability to better shape and control our system of engineering education will enhance our ability to effectively train a skilled STEM workforce in an increasingly competitive global arena.In pursuing this work, the project both draws on and contributes to a diverse literature, including but not limited to those of the sociology of the professions, organizational sociology, and the sociology of science and engineering. Using interview methods as well as historical records, this project will assemble precise descriptions of the ways in which different institutions and stakeholders -- those occupying different positions within engineering professional societies; licensing bodies; accreditation agencies; and engineering education institutions (public and private universities; general universities, engineering schools, and embedded STEM programs within liberal arts colleges and minority serving institutions)-- actually contribute to the shaping of engineering education and policies. Formal techniques for analyzing the interview transcripts (content analysis) will be utilized to bring forth accurate characterizations of how different players both contribute to and navigate through the complex institutional ecology for engineering education in the United States. This formal understanding will be instrumental to the effective governance of engineering education in the US context.

该项目介绍了工程专业的分散结构及其机构构成的方式，既可以和限制了塑造和重塑工程教育的努力。这项研究既是历史性的又是当代的。它研究了我们试图改善和规范工程教育的不同方式的广阔历史，从早期的进步时代教育改革传统围绕最佳实践进行调查和报告，到围绕学生学习成果建立的最新形式的认证制度。除了探索“管理”工程教育的这些不同方法的历史起源外，该项目还将采访工程教育者，教育政策制定者和专业工程师，以便在非常实用的层面上了解当代制度环境中的政策制定和认证如何实际在当代制度环境中起作用。该项目将产生广泛的影响，因为STEM劳动力发展是当前经济全球化时代的核心挑战。提供工程教育者和政策制定者，包括国会本身，以更好地塑造和控制我们的工程教育体系的能力，将增强我们在越来越有竞争力的全球领域中有效地培训熟练的STEM劳动力的能力。在从事这项工作的竞争激烈的全球竞技中，该项目既利用并不限于一项多元化的文献，包括但不限于社会学的社会学和组织社会的社会学和组织社会的社交学，以及组织的社会学。使用访谈方法和历史记录，该项目将精确描述不同的机构和利益相关者的方式 - 那些在工程专业社会中占据不同职位的机构和利益相关者；许可机构；认证机构；以及工程教育机构（公立和私立大学；普通大学，工程学校以及文科学院和少数民族服务机构中的嵌入式STEM计划） - 实际上有助于塑造工程教育和政策。用于分析访谈笔录的正式技术（内容分析）将被用来准确地表征不同的参与者如何为美国的工程教育而进行复杂的机构生态学贡献和导航。这种正式的理解将对美国工程教育的有效治理有用。

项目成果

期刊论文数量（8）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

ABET & Engineering Accreditation - History, Theory, Practice: Initial Findings from a National Study on the Governance of Engineering Education

助长

DOI：
10.18260/1-2--32020
发表时间：
2019
期刊：
ASEE annual conference exposition
影响因子：
0
作者：
Akera, A.;Appelhans, S.;Cheville, A.;De Pree, T.;Fatehiboroujeni, S.;Karlin, J.;Riley, D.
通讯作者：
Riley, D.

Why Engineering Ethics? How Do Educators and Administrators Justify Teaching Engineering Ethics?

为什么要遵守工程伦理？

DOI：
10.18260/1-2--32416
发表时间：
2019
期刊：
ASEE annual conference exposition
影响因子：
0
作者：
Fatehiboroujeni, S.;Akera, A.;Riley, D.;Cheville, A;Karlin, J.;Appelhans, S.;De Pree, T.
通讯作者：
De Pree, T.

ABET's Maverick Evaluators and the Limits of Accreditation as a Mode of Governance in Engineering Education

ABET 特立独行的评估者以及认证作为工程教育治理模式的局限性

DOI：
10.18260/1-2--36632
发表时间：
2021
期刊：
2021 ASEE Virtual Annual Conference Content Access
影响因子：
0
作者：
Akera, Atsushi;Appelhans, Sarah;Cheville, Alan;De Pree, Thomas;Fatehiboroujeni, Soheil;Karlin, Jennifer;Riley, Donna
通讯作者：
Riley, Donna

The Modalities of Governance in Engineering Education

工程教育的治理方式

DOI：
10.18260/1-2--35348
发表时间：
2020
期刊：
ASEE annual conference
影响因子：
0
作者：
Akera, Atsushi;Fatehiboroujeni, Soheil;Appelhans, Sarah;Cheville, Alan;Karlin, Jennifer;Riley, Donna;De Pree, Thomas;Burgos-Mirabal, Rafael
通讯作者：
Burgos-Mirabal, Rafael

Setting the Standards for Engineering Education: A History [Scanning Our Past]

制定工程教育标准：历史[回顾我们的过去]